Suchergebnisse

This study theoretically and empirically addresses the interrelationship between transnationalism and second-language proficiency as a crucial aspect of integration in the first years after immigration. Attention is paid to country of origin engagement and distinguishes and tests such engagement in economic, political, social and cultural domains simultaneously as well as exploring it over time. Opposing hypotheses are formulated on the association between such engagement and Dutch language proficiency among recent Polish and Turkish migrants using assimilationist theory, offering a perspective still prevalent in societal debates, and transnational theory, proposed as an alternative to the former in previous studies. Three waves of panel data of the New Immigrants Survey Netherlands enabled studying migrants' initial level of Dutch language proficiency after migration as well as recent migrants' development herein. Neither assimilationist nor transnational theory finds support, suggesting that country of origin engagement matters little for recent migrants' (development of) Dutch language proficiency.

This study examines the impact of perceived foreign language proficiency on hybrid culture building in multicultural teams. Hybrid culture includes a mutually shared set of norms, communication patterns, problem-solving approaches, and synergistic task coordination that result from the diverse cultural backgrounds of the team members. Language is the main vehicle for communication and plays a major role in social interaction and therefore hybrid culture building. We argue that the level of perceived language proficiency of multicultural team members influences hybrid culture building; consequently, adequate language skills lead not only to an efficient task solution but are also an important factor in creating interpersonal relationships and building a shared culture. Our empirical analysis supports the positive influence of language proficiency in hybrid teams; however, foreign language proficiency is more influential on cognitively oriented areas of multicultural teamwork than on affective ones.

Since English has become the medium of instruction in most departments in Saudi universities, English language proficiency has become a critical factor in determining academic success. To examine this relationship, the study investigated the correlation between Saudi undergraduates' English language proficiency and their achievement in mathematics. It also aimed to examine the moderating role of gender in this correlation. To this end, the study analysed the scores for mathematics and English of 160 Saudi undergraduate students (27 male, 133 female), enrolled in the Preparatory Year Program at Bisha University. The results show a statistically significant correlation between English language proficiency and mathematics scores, with no significant moderating influence of gender. Based on these findings, the study draws some implications for enhancing Saudi undergraduate students' mathematics competence and performance in mathematics tests.

Received: 24 June 2023 / Accepted: 24 August 2023 / Published: 5 September 2023

Language proficiency assessment (LPA) serves as a gatekeeper to accessing language services for English learners (ELs) with and without disabilities. Moreover, research suggests that EL services are often deemphasized compared with special education services for students with significant cognitive disabilities (SCDs). We highlight the intersectional nature of educational inequities faced by ELs with SCDs by briefly examining the implications of current legal requirements and offering a critique of LPAs, particularly those designed for students with SCDs. The difficulty of identifying the relative contributions of both limited English proficiency and disability to perceived deficits in English language proficiency is especially salient for students with SCDs, as their communication challenges may be misunderstood as primarily stemming from their underlying disability. This issue raises concerns about how English language proficiency should be understood for ELs with SCDs. A failure to understand this in turn may lead to inaccurate results in diagnostic testing, in addition to inequitable access to appropriate EL services. Finally, a case is made for alternative processes that could increase access to appropriate educational programs and foster increased educational equity.

Speaking the language of the host country eases migrants' integration and tends to boost their economic success in the country of destination. However, the decision to acquire language skills may in itself be determined by the intention to migrate. In addition, conditional on being a migrant, the relation between language skills and migrants' integration and economic success goes both ways. Using data on the study of foreign languages during compulsory education in European countries, we test whether and how much language proficiency determines migration flows across Europe. The European Union with basically unlimited labor mobility and pronounced differences in youth unemployment rates provides an ideal testing ground for our hypothesis. We find that speaking the language of a country increases the likelihood to migrate to that country almost fivefold.